Reflection #2: Eyes in the Back of Your Head: Observing Student Actions==
This is a self observation and reflection, a near impossible task, but I will give it a whirl.
Observations:
Today we talked about naming ionic compounds in one of my introductory chemistry classes. The entire class (about 35 minutes) was devoted to direct instruction which related an elements position in the periodic table and its tendency toward reactivity with other elements positioned elsewhere within the table. The discussion was Socratic by design with intent to link valence electron configuration with the potential to form ions and subsequent chemical bonding. I stood at the front of the class and started with the question: What type of ion do you think that any member of the alkali metal group would tend to form? The discussion ensued and most students seemed to be interested in the thinking process and were engaged in the topic of discussion.
I called upon students who had voluntarily raised their hands and a good exchange of information proceeded between myself and the class. Whenever a lull in the conversation arose, I would pose another question to the class. This go round I would call upon students who showed signs of disengagement like slouching, propping their head on their hands or engaging in private conversation. At this point I began to walk back and forth in the front of the classroom as I attempted to bring in the disengaged. Then I noticed that a student was looking rather intently at his lap and his hands appeared to doing something below the bench top. I suspected that he was texting on a cell phone. I moved toward him, in no particular hurry, all the while continuing the dialogue with the class. When I got to the back of the class I asked the student if he had a cell phone with him; he denied it and I took him at his word. A couple of students commented that they didn't believe him. I ignored their remarks and continued as if nothing had happened. As the discussion progressed, I made sure to call upon the suspected student a few times. He appeared aggravated by my questioning, as I think that I was keeping him from his personal agenda. The trouble of course was that I had lost this kid for the day. I will have to do a better job of bringing him in early, the next time that we meet.
As the class continued I deliberately walked around the room and positioned myself near anyone I thought that I might be loosing contact with. The remainder of the students seemed to respond well to this strategy as we never fell into a lull for the remainder of the class.
Reflections:
As I think about the proceedings of the day, I have come to the conclusion that when my classes are steeped in discussion, I should routinely walk around the room as a proactive posturing to keep as many students as possible engaged and on task. It is far easier to maintain their interest than it is to try to rescue them from the brink of being lost at sea(t).
This is a self observation and reflection, a near impossible task, but I will give it a whirl.
Observations:
Today we talked about naming ionic compounds in one of my introductory chemistry classes. The entire class (about 35 minutes) was devoted to direct instruction which related an elements position in the periodic table and its tendency toward reactivity with other elements positioned elsewhere within the table. The discussion was Socratic by design with intent to link valence electron configuration with the potential to form ions and subsequent chemical bonding. I stood at the front of the class and started with the question: What type of ion do you think that any member of the alkali metal group would tend to form? The discussion ensued and most students seemed to be interested in the thinking process and were engaged in the topic of discussion.
I called upon students who had voluntarily raised their hands and a good exchange of information proceeded between myself and the class. Whenever a lull in the conversation arose, I would pose another question to the class. This go round I would call upon students who showed signs of disengagement like slouching, propping their head on their hands or engaging in private conversation. At this point I began to walk back and forth in the front of the classroom as I attempted to bring in the disengaged. Then I noticed that a student was looking rather intently at his lap and his hands appeared to doing something below the bench top. I suspected that he was texting on a cell phone. I moved toward him, in no particular hurry, all the while continuing the dialogue with the class. When I got to the back of the class I asked the student if he had a cell phone with him; he denied it and I took him at his word. A couple of students commented that they didn't believe him. I ignored their remarks and continued as if nothing had happened. As the discussion progressed, I made sure to call upon the suspected student a few times. He appeared aggravated by my questioning, as I think that I was keeping him from his personal agenda. The trouble of course was that I had lost this kid for the day. I will have to do a better job of bringing him in early, the next time that we meet.
As the class continued I deliberately walked around the room and positioned myself near anyone I thought that I might be loosing contact with. The remainder of the students seemed to respond well to this strategy as we never fell into a lull for the remainder of the class.
Reflections:
As I think about the proceedings of the day, I have come to the conclusion that when my classes are steeped in discussion, I should routinely walk around the room as a proactive posturing to keep as many students as possible engaged and on task. It is far easier to maintain their interest than it is to try to rescue them from the brink of being lost at sea(t).